/Iff sir 



LIBRARY OF CONGRESS 



027 279 903 9 # 



Hollinger Corp. 
P H8.5 




REPORT 



on the 



Psychological Examination 



of all the children at the 

Hebrew Sheltering 
Guardian Society 

Pleasantville, New York 

by 

MRS. ELIZABETH T. WOOD 

of the 

New York State Association of Consulting Psy- 
chologists and of the New York City Board of 
Education 

with an 

Introduction 

by 

LEON W. GOLDRICH, A. M., Ph. D. 

Executive Director of the H. S. G. S. 



Hebrew Sheltering Guardian 
Society 



Officers 

Adolph Lewisohn, President 

Samuel D. Levy, First Vice-President 

Louis Seligsberg, Second Vice-President 

Julius H. Susmann, Treasurer 

John G. Greenburgh, Assistant Treasurer 

Bernard Naumburg, Recording Secretary 

Joseph H. Wise, Honorary Secretary 

Herman W. Block, Chairman, Administration Committee 



Board of Directors 



Herman W. Block 
Joseph L. Buttenwieser 
Benedict Erstein 
Henry S. Glazier 
John G. Greenburgh 
Theodore L. Herrmann 
Mrs. Arthur Lehman 
Herbert H. Lehman 
Mrs. Abraham Levy 
Samuel D. Levy 
Adolph Lewisohn 
Frederick Lewisohn 
Sam A. Lewisohn 



Bernard Naumburg 
Louis S. Posner 
Alfred Rheinstein 
Charles A. Riegelman 
Hon. Otto A. Rosalsky 
Alfred S. Rossin 
Louis Seligsberg 
Julius H. Susmann 
Louis Surut 
Mrs. Sylvan L. Stix 
Joseph H. Wise 
Henry Wollman 
Arthur Zinn 



Dr. Leon W. Goldrich, Executive Director 



1^ 



INDEX 



PAGE 

Introduction by Dr. Leon W. Goldrich 3 

Preface to the Report by Mrs. Elizabeth T. Wood 10 

The Report on Psychological Examinations 21 

Examination of New Admissions 21 

Tests Used 22 

Results 22 

Distribution of Intelligence of Children at H. S. 

G. S. Compared with Distribution of Intelligence 

of General Population 23 

Comparison with Dependent Children in California. 24 
Distribution of Children in Cottages According to 

Intelligence 25 

Distribution of I. Q. According to School Grade. ... 26 

Significance of the I. Q 27 

Children of Low I. Q 29 

Recommendations made by the Psychologist 32 

School Adjustment 32 

Guidance for High School Work 33 

Guidance at the end of 10B Grade 34 

Speech 35 

Medical or Physical Care 35 

Eyes, Ears, Nose and Throat : General Physical 

Examination, Ejndocrine 36 

Neurological and Psychiatric Examination 36 

Summary of Findings and Conclusions 37 

Recommendations for Future Work 43 

Appendix : 

Comparative Charts — Statistics and Graphs 44-56 



Pleasantville, N. Y., 

August 1, 1923. - 

Mr. Adolph Lewisohn, 

President of the Hebrew Sheltering Guardian Society. 

My dear Mr. Lewisohn: 

Our psychologist has now completed the mental examina- 
tion of all the children at the H. S. G. S. and complete and 
detailed information about the mental capacity of each child 
has now been added to the individual records of our children 
at the H. S. G. S. I have asked our psychologist to make a 
complete report on the work which she and her associate 
performed during the past three years, and to summarize her 
findings and conclusions so that the intensive and individu- 
alized work which has thus far been accomplished with our 
children may become known to our Directors. I take pleas- 
ure in sending you, herewith, the complete report submitted 
to me by our psychologist. 

I have added an introduction to this report, because I know 
that the Board of Directors of the H. S. G. S. will be pleased 
to learn that the Cottage Plan organization at the H. S. G. S. 
has made it practicable for all the workers at the H. S. G. S. 
to function in such a way as to reach the individual children 
under their care and supervision, and to minister to their in- 
dividual emotional and volitional needs and intellectual ca- 
pacities in such an intensive way as would have been im- 
possible under any other institutional plan or organization of 
caring for dependent children. 

With kindest regards, I am 

Sincerely yours, 
LEON W. GOLDRICH 

Executive Director 



S£F f IS23 



INTRODUCTION 

Four years ago, when I was appointed Executive Di- 
rector of the Hebrew Sheltering Guardian Society, I be- 
came immediately impressed with the fact that the only 
justification for the cost of buildings, equipment and main- 
tenance of a modern Cottage Plan institution, for the care 
and training of dependent children, such as we have at the 
H. S. G. S. must be found in the desire of the founders and 
the directors to give to each child under their care such 
education, training, character development and civic effi- 
ciency as would enable the dependent child to live a more 
normal and happy life while under their care, and to help 
him to reach, as soon as possible, a self-respecting, law- 
abiding and useful position of independence in the society 
in which he would later live. 

Much has been done during the past few years to im- 
prove the physical features of our plant at the H. S. G. S., 
and a great deal of attention has been given by our ad- 
ministration to organize and systematize our work in such 
a way as to prevent any extravagance and waste in the 
use of funds which we receive from the City of New York 
and from the Federation for the support of Jewish Philan- 
thropies. 

But physical improvements, a careful budgeting, and the 
most careful business methods of checking the expendi- 
ture of available funds would not necessarily mean that 
the aims, purposes and ideals of a progressive and far- 
sighted board of directors in charge of children had been 
actually carried out. 

To the superficial observer, the physical and material 
environment make the greatest appeal, but to those who 
have true vision and insight, it is the spiritual which really 
counts for most. And the spiritual in child care work 
is, of course, the fullest, healthiest, happiest growth and 
development of each individual child. 

The child may be well fed, properly and adequately 
clothed and beautifully housed, his body may even receive 



splendid prophylactic attention and medical care, and still 
the child's soul may be starved through lack of under- 
standing, sympathy, loving care and individual attention 
to his peculiar mental and emotional needs. Of what profit 
will it be to give the child all the material goods and com- 
forts of life, if we neglect the genuine essence of his indi- 
vidual personality and of his unique spirituality? 

The dependent child loses temporarily, and in some cases' 
permanently, those beautiful ties of love and of home which 
a normal, intelligent family provides to a normal child, 
when he is taken away from his home and placed in an 
institution. It is therefore the plain duty of the institution 
authorities to organize their work in such a way that the 
individual child will not be lost in the institutional mass, 
but that each child will receive as much loving care, sym- 
pathy, individual attention, training and education as he 
would have received had he remained in his normal family 
home. No institution can be a complete substitute for the 
natural home of the child, but a fair approach to normal 
standards may be made, if the children in institutions are 
permitted to live in small family groups, and if those who 
are charged with the responsibility and sacred trust of 
guiding these children are truly sympathetic, loving in 
their disposition, sincere in their efforts and motivated by 
the one desire to give to each child the maximum indi- 
vidual attention that will be conducive to the best character 
development and training of which the child is capable. 

The Cottage Plan organization at the H. S. G. S. makes 
it possible to break away from mass handling, mass treat- 
ment and mass care of children. The complete home unit 
of the cottage surrounds the child with a home atmosphere 
which is of incalculable value to the child who will return 
to a normal home, or be a home builder in the future. But 
the Cottage Plan itself, while a great asset in the more 
normal growth and development of children in institutions, 
provides only a part of the environmental and spiritual op- 
portunities which must be provided to children in insti- 
tutions in order to prepare them for their future life careers 
of independence in the City. 

With an early and full appreciation of these facts and 



aims before me, and with a belief that the cottage homes 
and environment at Pleasantville made it possible to achieve 
intensive individual results with each child under our care, 
I considered it my imperative duty to classify and indi- 
vidualize the children at the H. S. G. S. as quickly as pos- 
sible, so that each child would receive the home care, the 
type of education, the stimulus, the training in co-opera- 
tion and in leadership, the special opportunities for in- 
dividual growth and development of initiative which each 
child's talents, aptitudes or capacities would indicate. To 
organize such an individualized and socialized program 
for all of our children, became the main purpose of my 
work, and the work of my co-workers at the H. S. G. S. 

To organize such a program, it was necessary for us 
to possess complete individual records of each child, giving 
his social history, his habits, his attitudes, his reactions, 
his progress, his physical development and his mental in- 
telligence. We had no such records four years ago. Today 
we have a complete set of individual records for each child, 
and we are keeping our records alive by recording im- 
portant facts in the progressive history of the child when- 
ever they occur or are discovered, and we are constantly 
using these recorded facts in the individual study, treat- 
ment and education of the children in our care. 

While these facts about each child were discovered and 
used by cottage mothers, supervisors, administrator, by 
teachers and psychologist, nurses, dentists, our physician 
and psychiatrist, and recorded on individual record sheets 
of the children, w r e endeavored personally to become in- 
timately acquainted with our children by such close as- 
sociation as was afforded us in school, religious department, 
industrial shops, on playgrounds, in the children's cottage 
homes, in my own home where children are constantly in- 
vited for confidential talks and sociables, in various civic 
meetings of big brothers, little brothers, cottage meetings, 
Lewisohn Democracy meetings, and in friendly w T alks and 
intimate talks with our children around our grounds. All 
of these approaches were made by me and my co-workers 
in order to study each individual child from as many angles 
as possible, and not only to learn the names of our children 



and to memorize some recorded facts about them, but to 
live intimately with them so as to gain their complete con- 
fidence, establish a genuine family spirit in our Society 
and to win the respect and love of each child through a 
patient, loving, sympathetic, though firm and intelligent 
attitude towards each child. 

We organized our work in such a manner as to enable 
us to give more and more of ourselves to our children. 
Our present census of 400 is not too large, and we are 
therefore coming still closer to our children, giving each 
child the benefit of whatever education, moral training and 
personal influence we possess, in the hope that through 
such intimate personal contacts, our children will benefit 
spiritually. I believe that these close and intimate personal 
relationships constitute the most important work to be 
done by the supervisors, teachers, cottage mothers, and 
other guides of our children. 

When the institutional census or organization becomes 
so large or complicated that it is impossible for the trained 
executive head and his assistants to give the best of them- 
selves directly to the children under their care, then the 
most important asset of the institution is lost. And I do 
not mean giving of themselves superficially, but sincerely 
and intensively, so that all the spiritual longings of each 
child will be honestly satisfied by those who should have 
the child's best interest at heart. 

My long experience in the large public schools of the 
City of New York, and my visits to various institutions in 
the United States for the care of children, have proven 
to me conclusively that the physical plant, administrative 
details, record keeping, letter and report writing, business 
matters connected with the economic use of available funds, 
and the general planning of various group activities for 
children, absorb the attention of the executive and his 
assistants to such an extent that little or no time is given 
to the individual, normal child. Children who deviate from 
the normal, or average type and who present a number of 
behavior problems, absorb the remaining time of the teach- 
ers or social workers. The 80 per cent of the children 
who are generally classed as average children, the so-called 



normal or good children, generally fit in with our group 
plans, and because they do not disturb the equilibrium of 
easy control, are most frequently forgotten as indi- 
viduals and they pass through our larger institutions, with- 
out the personal and intimate individual care, sympathy 
and understanding and guidance which each child must 
receive in order to develop the best qualities that he posses- 
ses. There seems to be nothing very dramatic or very im- 
portant in keeping an average or so-called good and normal 
child, good. We therefore become satisfied with our work, 
if we succeed in solving some of the behavior problems of 
those who do not easily adjust themselves to the adult 
standards which we set for the normal children. To seek 
deliberately to understand the intellectual capacities, pos- 
sibilities and emotional longings of each individual normal 
child under our care, and to endeavor to meet these indi- 
vidual needs to the best of our ability is the most neglected 
problem in our educational and social institutions. This 
criticism is bad enough when applied to the normal chil- 
dren in our large public schools, but after all, school chil- 
dren are under educational supervision and control only 
five hours a day for 200 clays each year. The criticism be- 
comes more serious when applied to normal children in our 
child-caring institutions, who are under our supervision 
and guidance for 24 hours a day, for 365 days each year. 
If individualization means anything at all, it means classi- 
fying our various groups into types such as superior, av- 
erage or normal, and various sub-divisions of sub-normal, 
and then giving to each individual in each group such in- 
tensive individual attention and opportunities for develop- 
ment as will bring out the best latent possibilities that 
each child in the group possesses. Why should the 80 per 
cent group of normal children be treated as a mass, and 
receive only general and distant attention, and be compelled 
to follow a uniform program of work and activities? No 
two individuals are alike in intellect, habits, emotions, ac- 
tions or reactions, then why do we not proceed deliberately 
to discover these differences and to serve, to the best of 
our ability, the unique personality of each child in the normal 
as well as in the atypical group? The answers generally 



given for not ministering to individual needs are either 
that the system or organization is too large, or that the 
institution has definite limitations, or that we are absorbed 
with too many routine details, or that we should be satis- 
fied if the general appearance, tone or order of the organi- 
zation is good. So long as nothing very bad happens, or 
becomes known, the public is generally satisfied. It is not, 
however, the negative aspect of control which should satis- 
fy us. The real criterion of our educational and social ef- 
forts should be, what positive good are we accomplishing 
for each individual child under our care? Our most im- 
portant aim at the H. S. G. S. is just this — to strive each 
year with renewed energy to afford all of our children 
varied opportunities for growth and spiritual development 
and to give to each of them such individual understanding 
and sympathetic attention as will tend to bring out the best 
qualities in each child. 

Children who are constitutionally inferior, or who show 
positive psychopathic trends, or who are definitely feeble- 
minded, or defective delinquents, need one-hundred per cent 
of our attention, and they should receive the best, expert 
treatment, care, supervision and education, either in psycho- 
pathic hospitals, or in institutions and colony farms specially 
equipped and organized for them. But these atypical child- 
ren should never be mixed with normal children in the same 
institution, for as Mrs. Elizabeth T. Wood clearly indicates 
in her report, "Normal and superior children lose much 
wherever children of lower grades of intelligence are mixed 
with those of average and higher grades of intelligence.'' We 
do not and cannot do our full duty to the abnormal child, and 
we neglect the normal and superior child whenever we at- 
tempt to mix our child-care problems. 

The ultimate solution may be that of placing all normal, 
dependent children who cannot be kept in their own homes, 
either with or without financial subsidy, in the fairly normal 
environment of private foster homes ; and then distributing 
scientifically for temporary or permanent care, those mentally 
diseased, feeble-minded and anti-social children for whom 
the best expert treatment, care, supervision, specialized train- 
ing and education are absolutely necessary, in hospitals or 

8 



specialized institutions or colonies scientifically organized for 
them. 

The individual reports of our psychologist gave us not 
only the mental levels of our children, as determined by 
scientific tests, but assisted us in discovering a number of 
individual physical and emotional backgrounds for the 
habits and reactions of our boys and girls. The report of 
our psychologist discloses the fact that we have still a great 
deal to do for our children. We hope that with further 
individual study, care and treatment, and adjustments, that 
w r e shall be able to assist our children to overcome the 
difficulties noted by the psychologist. The work of our 
psychologist has helped us considerably, not only to classi- 
fy our children, but to individualize the children in each 
group. School adjustments, social adjustments in cottages, 
attention to physical needs, varying opportunities for growth 
and development and constant individual and personal con- 
tacts, will enable us to eliminate more and more of our 
children's present difficulties, and will help each individual 
child in the formation of right personal habits and in the 
development of useful social attitudes. 

It is indeed very gratifying to note that the City and 
State authorities and many other educational leaders and 
experts in child care from various parts of this country 
and Europe, who have visited us at Pleasantville, have stat- 
ed, orally and in written form, that we are now doing 
everything possible to keep our children healthy and happy 
and are giving each child as much individual attention, love, 
care, education and training as institutional life permits. 

We shall, of course, continue to do more and more for 
each individual child under our care, as we learn more 
about them, and thus endeavor to achieve the aims, purposes 
and ideals of those who have made, and who are making 
our beautiful Society possible. 

Leox W. Goldrich, Executive Director. 

Pleasantville, N. Y. 
August 1, 1923. 



PREFACE 

If one were asked to give the impression most charac- 
teristic of the Hebrew Sheltering Guardian Society, Pleas- 
antville, New York, the answer would not be difficult. The 
beauty of the institution and its environment would be 
noted. But the outstanding feature seems to be the won- 
derful spirit of freedom, the wholesome play, the initiative 
displayed, and the good fellowship which prevails among 
the children. If the visit is made while school is not in 
session, the children will be found roaming all about. In 
the fall, the apple orchards and the nut trees claim their 
attention. In winter, the driveway is filled with rosy cheeked, 
bright-eyed boys and girls coasting. If the weather is fav- 
orable, groups are roller skating. The effect is that of a 
wholesome, happy, normal life for children, in a beautiful 
environment. 

But what of that monotonous and rigid atmosphere which 
one usually associates with an institution for children? It 
has been lost or buried by the newer and more progressive 
ideas of child training and development which have been 
introduced at the H. S. G. S. by its present executive di- 
rector and its board of directors. To appreciate this, let 
us compare things as they were with things as they are 
now, and from this derive plans for still further advance 
in the future. 

A— PREVIOUS CONDITIONS 
Previous to February, 1919, the school in connection with 
the institution was a private school with its own system of 
grading and its own curriculum. The school grades in 
the city and at Pleasant ville were not parallel, with the 
consequence that much valuable time was often wasted by 
the child just admitted. Children received extra credits 
for performing certain types of work in their cottages, and 
therefore were kept at home. This resulted in much in- 
terruption of school work with its consequence of excessive 
retardation. 

The only examination given to the child before his or 

10 



her admission was a physical examination. As a result, the 
range of intelligence of the children was wide, from those 
of low grade mental ability to those of superior endowment 
who would be able to profit by superior educational op- 
portunities. The emotionally unstable were also admitted 
without an examination by either a psychologist or psychia- 
trist. One outcome of this wide range of intelligence, plus 
lack of study of the emotionally unstable, must have been the 
failure of the group to meet adequately any policy which 
recognized the necessity for each child to develop to his 
own highest level. Wherever there are many children of 
lower grades of intelligence mixed with those of average 
and higher grades of intelligence, the scheme of control is 
necessarily toned down to meet the needs and capacities 
of the lower graded types, so that the children of average 
and superior intelligence lose much. 

In February 1919, the school department at the H. S. G. 
S. was made an annex of P. S. 62, Manhattan. This was 
done because Dr. Leon W. Goldrich, the present Executive 
Director, was a principal of one of the public Junior High 
Schools of the City of New York, and he saw at once the 
great loss of time that the children suffered when they were 
admitted to the school department at Pleasantville where 
the school grades were different and the subjects taught 
were given values other than those allowed in New York 
City from which place most of the children came. How 
vastly superior to transfer from a 4B class in a New York 
City school to a 4B class at Pleasantville with practically 
the same work. 

Another great gain by the change of policy of the school 
department was that of gaining licensed and experienced 
teachers. Since the school was made a part of the system 
of New York City, it was necessary for the teachers to have 
the appropriate license. 

The most difficult problem to meet must have been that 
of re-grading the school, for as the grades were previously 
organized, they did not parallel any grades of the public 
schools. At first, this re-grading was largely guess work — 
the only possible thing to do with the resources then avail- 
able. 

11 



From the beginning, Dr. Goldrich emphasized the neces- 
sity of having a detailed study made of the individual capa- 
cities of the children and of their educational achievements. 
Only in this way could the school be re-graded, the ex- 
cessive retardation lessened, and the school meet the high 
standards of opportunity offered which the board of di- 
rectors wished to give. 

At a conference of Mr. Herman W. Block, Chairman of 
the Board, Mr. Charles Riegelman, Chairman of the Edu- 
cational Committee, Hon. Samuel D. Levy, Vice-President 
of the Board, and Dr. Leon W. Goldrich, Executive Di- 
rector, it was decided that a detailed and objective study 
should be made of the children. Miss Elizabeth E. Farrell, 
Inspector of Ungraded Classes in New York City schools, 
was asked to direct the survey of the educational department 
at the H. S. G. S. The aim of the survey is stated in the 
report made by Miss Farrell, as follows : 

"It was decided that the survey should be 
threefold : educational, psychological and psychia- 
tric. For a long time it had been apparent 
that the work offered to the children by the 
schools often had little, if any, relation to their 
inherent ability or to their educational age. The 
proposed survey offered an opportunity to de- 
termine on the basis of objective measures, the 
distribution of intelligence and the educational 
attainment of the children who comprise this 
school unit. These facts, with others that the 
survey should make available, would be the basis 
upon which the re- classification of the children 
could be predicated." 

As a result of the survey, it was found that in this school 
there were 

(1) More gifted children than are found in 
the normal distribution. 

(2) That there were very many more chil- 
dren who were feebly gifted than are found in 
the normal distribution. 

(3) That the number of children found in 
the average group is smaller than that found 
in the normal distribution. 

Another interesting fact discovered was that the children 

12 



who were reported as problem or disciplinary cases were, 
as a group, below the average intelligence. A most natural 
inference is that they were troublesome because they could 
not find any satisfaction in doing work and meeting situa- 
tions which were much too difficult for them and so became 
troublesome in order to gain attention and to compensate for 
their feeling of inferiority. 

It was also found that in school attainment, children of 
the same grade designations were very widely distributed. 
In every subject tested, the range of attainment within any 
given grade represented several grades. 

Some of the recommendations made as a result of the 
survey follow: 

It is recommended that 

(1) The school department be re-organized. 
This re-organization calls for the establishment 
of an ungraded class, of special classes, of class- 
es for gifted children, for the promotion and de- 
motion of certain children. 

(2) Children should be made aware of their 
own abilities in the different school subjects. 
They should be made familiar with the results 
of their own practice. This will tend to develop 
in them an appreciation of the way in which im- 
provement takes place and the time necessary 
for it. 

(3) Since the gifted children must be the 
leaders of their generation, it is essential that 
special provision be made for them, in order 
that they may work to their capacity; that they 
may have an enriched curriculum which, in the 
main, for the older ones at least, will develop ir 
them the scientific method of work, and greatlv 
enlarge the field of their appreciations. 

(4) The admission of a child to the institu- 
tion should be decided upon after a physical, a 
psychological and an educational examination 
which will show his potential abilities to meet 
adequately the demands of life in the institution. 

(5) Need of Expert Examiner: More has 
been discovered in ten years about many of the 
most important educational problems than was 
known at the beginning of the present decade. 
This increased information is largely a closed 
book to teachers in service, because it is avail- 

13 



able only in journals and in books of a technical 
character. It is obvious that a teacher with her 
many duties has not the time to keep abreast in 
this field. The problems of education are more 
complicated than formerly, and their solution de- 
mands the use of technical knowledge which 
research students have made available. A way 
to meet this problem is to employ a specialist in 
educational psychology to make group and indi- 
vidual tests, both educational and psychological, 
in order to classify children on the basis of men- 
tal ability; to make detailed studies of children 
who have special difficulty in making progress 
in one or more of the school subjects and to se- 
lect those children who are too feebly gifted to 
profit by the instruction of the regular grade ; 
in general to supply technical knowledge in edu- 
cational matters where such knowledge is need- 
ed. Such an official would assist teachers in 
analyzing causes of unsatisfactory results and in 
indicating remedies. 

B— WHAT HAS BEEN ACCOMPLISHED SINCE 
THE SURVEY WAS MADE 

The program as outlined by Miss Farrell is most pro- 
gressive. It calls for broad vision on the part of those who 
are to interpret it, and it requires time to put it in opera- 
tion, and patience to wait for results. Only through the 
intelligent co-operation of those in charge can this be 
done. That some of these requirements have been met is 
evidenced in the progress that has been made. A brief 
summary of some of the things accomplished follows : 

The children are now admitted only after a psychologi- 
cal as well as a physical examination. This work was be- 
gun in January 1921, less than a year after the report of 
the survey was available for the Board of Directors. At 
that time, Miss Elizabeth A. Walsh, Secretary of the New 
York Society of Consulting Psychologists, began giving in- 
dividual psychological examinations to all children admitted 
since the survey and to all children who did not receive one 
at that time. 

The report on the psychological examination then be- 
comes a part of the record of the child. These records are 
constantly growing and are composed of reports made by 

14 



all who are in any way in constant contact with the child. 
This gives the person who finds it necessary to inquire 
about a child,, the needed information very easily. 

In consequence of these examinations, the very low grade 
children are no longer admitted, thus reducing the number 
of the children below average in intelligence. 

As a result of the individual psychological examination, 
the intellectual status of the child is known and also his 
educational attainments, according to standardized tests. In 
addition, the psychologist makes note of any physical anom- 
alies or defects which may suggest the need of further ex- 
amination as evidence of eye strain, speech defects, emo- 
tional disturbance, etc., etc. All of these are considered in 
making recommendations of the case of the child. 

On the basis of these recommendations, many extra pro- 
motions have been given to the children, and some demo- 
tions, in order that the school may meet the needs of the 
child, rather than attempt to make the child fit the school. 
For the children who find it difficult, because of inferior men- 
tal endowment, to meet the requirements of the curriculum, 
special individual programs have been arranged. In these, 
the children are permitted to omit geography, or history, 
or music, or formal grammar and devote their extra time 
to work in the shops. In some cases, more than one of the 
subjects named is dropped and in a few others, all have 
been dropped and the time given to shop work. In all cases, 
the primary consideration has been where will the child 
receive the largest opportunity for development which will 
aid him, not only at the present time, but in later years? 
On an average, 25 pupils each term have had the benefit of 
special individualized programs. * 

For those children who find the regular curriculum not 
suited to their capacities, shop work is begun as early as the 
5A grade. These shops include plain sewing, advanced 
sewing, embroidery, dressmaking, and millinery for the 
girls ; and elementary woodwork, advanced woodwork, sheet 
metal and machine shop for the boys. In the 7A grade, 
prevocational work is begun with shop work from eight to 
ten periods a week. After the 8B grade, a pupil may choose 
his or her special course, but if over-age, or if a recom- 

15 



mendation for vocational work is made, this adjustment is 
made as low as the 8 A grade. 

If one picks up an educational magazine of recent 
months, he is quite apt to find some article or some men- 
tion made of the large percentage of failures in the high 
school and of the need for having admission to high school 
and selection of courses of study based on the results of 
examinations of intelligence which would reveal the capacity, 
of the individual to profit by the instruction offered. When 
we find that the range of intelligence in an entering class 
in a large city high school was from that of a moron to 
that of superior intelligence, and know that intelligence at 
least slightly above the average is necessary for success, 
we know at once the cause of some of the failures. To 
prevent the failure of children at the H. S. G. S. with poor 
mental capacity, who might select high school work for any 
reason, examinations were given to determine the fitness of 
the 8B class to enter high school and to undertake certain 
courses. In other cases, children with marked academic 
aptitude have been transferred to the Home Bureau in order 
that they might go to the city at the end of 8B to continue 
their studies in the academic high schools of the city. 

But this was not enough. The high school department at 
Pleasant ville includes only the first two years. What shall 
be done with the children at the end of that time? Shall 
they go to work or shall they continue their studies? This 
decision is now based largely on the results of intellectual 
measurements in order that the capacity of the child may re- 
ceive due consideration. 

The importance of good, clear speech is rarely overesti- 
mated. It aids the individual in making that first impres- 
sion which is so valuable. It is one of the indications of 
culture. Here again the Board of Directors have shown 
interest and generosity in providing a speech improvement 
teacher for those children who were found to have speech 
defects. 

The first vacation school, under the direct control and 
supervision of the Board of Education of the City of New 
York, was organized at the H. S. G. S. in the summer of 
1919. Special classes were formed for speech correc- 

16 



tion, opportunity classes for those who have not been pro- 
moted or who are overage for their grade, vocational classes 
in which the girls make garments for their immediate wear, 
or for use when they leave the institution, and where the boys 
work on useful projects, speed training classes in typewrit- 
ing and stenography, and library classes for the younger 
children. One of the results of the vacation school is that 
183 children have received promotions. The recreational 
program is not neglected, and we find that hikes, trips to 
Rye Beach, swimming, athletic contests, etc., etc., are pro- 
vided. 

Many of the recommendations made relate to the physical 
care of the children. Here the psychologist has had the 
excellent co-operation of Dr. Louis Pick, the attending phy- 
sician, who has given special attention to all children men- 
tioned. On his advice children have received special care 
at the institutional hospital or have been referred to hospi- 
tals for neurological, psychiatric or endocrine examinations. 

How has it been possible to meet the demands for a nor- 
mal social life? This is very important, for sooner or later 
these children will leave the institution and take their place 
in the world. How has the need to develop social conscious- 
ness been met? First, in a liberal policy of permitting the 
children to make numerous contacts with the world outside 
of the institution. Small groups of children are taken to 
visit museums and places of historical and civic interest, to 
go to the theatre and other places of amusement in the city, 
to meet their parents or other relatives in the city, to shop 
in the city, etc., etc. Think of the importance of that one 
item — to meet their parents or other relatives ! Everyone 
has seen or heard of the tragedy of children growing away 
from their parents for one reason or another. In the eco- 
nomic stress, some parents cannot afford to go to Pleasant- 
ville often, but the need of keeping in personal touch with 
their children remains, and this difficulty has been overcome 
by a broader vision of what is worth while than is usually 
found among those working with dependent children. 

A beautiful spirit of friendly co-operation and competi- 
tion is encouraged between various cottage groups. One 
cottage of girls or boys entertains another cottage of boys 

17 



or girls, and many are the good times that are reported by 
the children. 

To give concrete form and real participation in civic life, 
the Lewisohn Democracy has been organized. Here we find 
real responsibilities carried by the children, initiative en- 
couraged and best of all, the idea of service fostered. These 
values of a spiritual nature cannot be overestimated. 

And then the clubs — Boy Scouts, Girl Scouts, Civic Club, . 
the Band and many others, not forgetting the Honor 
League. No task is too arduous, no expense can be too 
great if the results will mean increased opportunities for 
the children to develop a well rounded life. It seems as 
though each worker at the H. S. G. S. feels individual re- 
sponsibility for the welfare of these children who for one 
reason or another have become dependent through no fault 
of their own. 

The Honor League calls for unusual ability along the 
lines of social service and leadership. While it is open to 
all to strive to enter, only a few meet the high requirements. 
The broad aims of this organization are thus stated in the 
preamble to their constitution: 

"In order to live up to the ideals of character 
and service and uphold the honors bestowed 
upon us by the said society — do we organize as 
a social club: to encourage good fellowship and 
fine character among our members, to strive to 
attain leadership in the community and function 
in civic as well as in social, moral and religious 
activities/' 

The opportunities for developing leadership are many. 
In one club there is no presiding officer, but any member 
may be called upon to act in that capacity. The large num- 
ber of clubs and other organizations at the H. S. G. S. 
means that many children will be given the opportunity to 
hold office and to lead and serve. 

No plan of child development is complete unless it recog- 
nizes the need of every human soul for some form of re- 
ligious belief. At the H. S. G. S. this is met by special 
instruction and by observance of the religious customs. As 
one reads the Blue Bird, the children's magazine, one is 
impressed by the way in which the beauty and significance 

18 



of spiritual values are emphasized. Childhood is seed time 
for implanting motives and beliefs and it has been utilized 
here. 

C— WORK STILL TO BE DONE 

The brief and incomplete summary of some of the things 
accomplished at Pleasantville is encouraging and cheering, 
for much has been accomplished. But the goal is not yet 
reached. Many things must still be undertaken. 

The retardation mentioned before has been reduced and 
will be reduced more. This will be possible, as now the 
intellectual status of each child is known and it will be pos- 
sible to adjust the burden to the bearer in a more just man- 
ner. Those who are gifted will be stimulated to work to 
the limit of their capacity, and those who are not so richly 
endowed will be encouraged to do their best, but will not be 
unduly pressed. 

More intensive studies need to be made of those who 
are below normal intelligence, so that their special abilities 
may be found and utilized. 

More detailed work needs to be given for both vocational 
and educational guidance. This is particularly important 
for children who are not fortunate enough to have parents 
in a position to help them carry some of the burdens of 
life. These children must begin to bear responsibilities to 
make important decisions long before they reach adult life. 
They seek advice, and the advice given should be as near 
one hundred per cent perfect as possible, for they cannot 
afford to make mistakes. Therefore, at this place, the work 
must be very carefully done. 

The cottage plan of organization is vastly superior to the 
congregate plan of housing large numbers of children un- 
der one roof, with its devastating effects on the individuali- 
ty and personality of the children. But has the experience 
of the organization of the army with the aid of psychologi- 
cal examinations any suggestion for a still better type of 
organization of the cottages? This is a question to be con- 
sidered in thinking of future individual and social adjust- 
ments within the cottages. 

To carry on the work of individual adjustments when- 
ever necessary, to assist in guidance, the important work of 

19 



the psychologist should be continued. The first survey of 
mental strength has been made. Now comes the work of 
making further use of its findings by an attempt to strength- 
en the weak places and to aid the strong to realize their 
strength. 

The trend at the H. S. G. S. is toward more and more 
individualization of the child, but not to the point of mak- 
ing him or her forgetful of his obligations to the group. 
First we have the great and important change from one 
unwieldy large group or mass in congregate institutions 
to the cottage plan with smaller numbers, thus giving a 
more human contact with the cottage mothers, and a more 
normal family home atmosphere. Second, all the children 
at the H. S. G. S. have now been individually tested, and 
something of their real capacity is known. But there are 
those who do not measure up to their ability in one way 
or another. These call for further individualization. The 
chance for the best in each child to develop, is the aim of 
the present administration. 

Before closing, a few words should be said of the Board 
of Directors who have made this unusual institution pos- 
sible. Only those with broad vision, with progressive minds, 
with a consciousness of social values, and with intelligent 
sympathy would be willing to provide for such a richness 
of life as is provided for these children at the H. S. G. S. 
Elizabeth T. Wood, 
Consulting Psychologist, 

Division of Special Classes, 
Department of Education, N. Y. 



20 



REPORT ON THE PSYCHOLOGICAL EXAMINA- 
TION MADE OF THE CHILDREN AT THE 
H. S. G. S. BETWEEN 1920 AND 1923 

One of the recommendations made in the survey of 
1919-1920 was that of employing an educational psycholo- 
gist at the H. S. G. S. As a result of this, in January 
1921, Miss Elizabeth A. Walsh, secretary of the New York 
State Society of Consulting Psychologists, began the work 
of examining all children who had been admitted since 
the survey. 

In order that the results of psychological examinations 
may be reliable, it is absolutely essential that they be given 
and interpreted only by trained psychologists. Unless this 
is done, the greatest injustice may be done to the subject 
examined. In the State of New York, the qualifications 
necessary for certification in this work are "two full years 
of post graduate study in psychology at an incorporated 
university or college and three years of actual clinical ex- 
perience." 

The New York State Society of Consulting Psycholo- 
gists was organized to do for psychology what the County 
Medical Society does for medicine. 

EXAMINATION OF NEW ADMISSIONS 
To facilitate the adjustment of children admitted to the 
institution to their new environment, each child is given 
an individual psychological examination. This is desirable 
in order that those in charge of the children may be made 
acquainted with the native ability of their new wards. If 
all children were alike, as our forebears were wont to be- 
lieve, and if there were a code of well defined laws which 
could always be applied in assisting a child to develop, the 
task would be fairly simple. However, we know that there 
are individual differences among all children, and that these 
must be known, recognized and used if the child is to 
realize his best self. 

Psychology recognizes this fact and aims, through ex- 

21 



amination, to place in the hands of those interested, definite 
detailed information regarding one phase of the individual — 
the intelligence. This is of the greatest importance, for 
no matter what the problem may be, whether inability to 
do school work, conduct disorder, emotional disturbance 
or any other maladjustment, the essential consideration is 
to determine the individual's mental equipment. What- 
ever other factors may enter into this equipment, intelli- 
gence is one and the only one which, at the present time, 
has been reliably measured. 

TESTS USED 

The Stanford Revision of the Binet Simon tests is used 
for the individual psychological examination. This was 
chosen, as it is standardized the best, is most widely used 
and therefore permits of comparisons, and it tests such 
a wide range of abilities. In addition, the following stan- 
dardized educational tests were given : Thorndike McCall 
Reading Scale for the understanding of sentences ; Woody 
McCall Mixed Fundamentals Form 1 ; and Trabue Lan- 
guage Scale Forms Band C. These were not considered 
adequate to determine educational age, but they were chosen, 
as they test fundamental abilities and should be of assist- 
ance in placing the child in school. 

In addition to the information gained as a result of the 
psychological examination, the examiner made note of evi- 
dences of eye strain, suspected poor hearing, indications 
of possible endocrine disturbance, nervous instability and 
the like. These were all submitted with the findings of 
the examination to be checked later. 

Other forms of examination were used with a few chil- 
dren who for some special reason were in urgent need of 
more detailed study. These include Stenquist Mechanical 
Aptitude Tests, Thurstone Clerical Examination, Haggerty 
Group Intelligence Test, Pinter-Paterson Performance 
Scale. The results of these examinations will not appear 
in this study. 

RESULTS 

In the period from January 1921 to April 23, 1923, 526 
children have received individual psychological examina- 

22 



tions. Of these, 140 have been discharged and 386 are 
still at Pleasantville. One girl now at the institution has 
been in this country a short time and for this reason has 
not acquired the language. As the I. Q. obtained under 
such conditions might well be questioned, she will not be 
included. This gives 385 children — 157 girls and 228 boys 
as the subjects of this study. They range in chronological 
age from nine years five months to 16 years three months. 

The range of I. 0. for the total group (525) is from 
52 to 154. The median for this group is at 96.06 or 50 
per cent of the children have I. Q.'s less than 96.06, and 
50 per cent have I. Q.'s greater than 96.06. The range of 
the middle 50 per cent is from 86.6 to 106.8 

The range of I. Q. for the present group (385) is from 
65 to 154. The median for this group is at 96.85, or 50 
per cent of the children have I. Q.'s below 96.85 and 50 
per cent have I. Q.'s above 96.85. The range of the middle 
50 per cent of the group is from I. 0. 88.2 to I. 0. 1C6.3. 
See Figure 1, Page 44. 

It will be seen by comparing the medians and the limits 
of the middle 50 per cent group of both the entire group 
(525) and the present census group (385). that the figures 
are essentially the same. The figures for the present group 
are slightly higher. This may be explained by the fact that 
fewer low grade cases are being admitted at the present 
time. As the two distribution curves would be almost 
identical, the curve of the present group will be used in 
comparing the distribution of intelligence of the children 
now at Pleasantville and the distribution obtaining in the 
general population. See Figure 2, Page 45. 

DISTRIBUTION OF INTELLIGENCE OF 385 CHIL- 
DREN AT PLEASANTVILLE, COMPARED 
WITH DISTRIBUTION OF INTELLI- 
GENCE OF GENERAL POPULATION 
The most thorough study of the distribution of intelli- 
gence was that made by Terman. Great care was taken 
to "select a school in a community of average social status, 
a school attended by all, or practically all the children in 
the district where it was located." The comparison of the 

23 



distribution of intelligence of the children at Pleasantville 
will therefore be compared with that of Terman. See 
Figure 3, Page 45. 

It will be seen, by referring to Figure 4, Page 46, and 
Figure 3, Page 45, that as a group, these children fall 
below that of the 905 unselected children measured by 
Terman. A study of the graph shows that it is skewed 
toward the lower end of the distribution. That is, there 
are more children with intellectual ability below the aver- 
age, fewer children with average intellectual ability and 
fewer children above the average than are found in the 
distribution given by Terman. However, there are more 
very superior children than were found in the unselected 
group. In the group tested by Terman, the range of the 
middle 50 per cent was from 93 to 108, while in the group 
at Pleasantville, the range of the middle 50 per cent is 
from 88 to 106. The importance of this will be discussed 
later. 

COMPARISON OF DISTRIBUTION OF INTELLI- 
GENCE OF CHILDREN AT PLEASANTVILLE 
WITH 335 ORPHAN CHILDREN OF 
CALIFORNIA 

In 1919, Dr. Kate Gordon, Psychologist for the Chil- 
dren's Department of the California State Board of Control, 
examined 335 children in the various orphanages of the 
State of California. The Sanford Revision of the Binet 
Simon tests were used. The range of I. Q. for this group 
of 335 orphan children was from 29 to 137, with an av- 
erage I. Q. of 89. This is lower than that found at Pleasant- 
ville, in which the range is from 65 to 154 and the average 
I. Q. 97. 

It will be seen that while the intelligence of the children 
at Pleasantville is somewhat below that of the general 
population, it is higher than that found for the orphan chil- 
dren as measured by Dr. Gordon. Figure 5, Page 47 gives 
this same information in a tabulated form. 



24 



DISTRIBUTION OF CHILDREN IN COTTAGES 
ACCORDING TO INTELLIGENCE 

At the present time, the 385 children live in fifteen cot- 
tages. The number of children in each cottage ranges 
from 24 to 28. Figure 6, Page 47 gives the distribution 
of the children according to I. Q. Figure 7, Page 48 gives 
the same information but in a more condensed form. In 
all statistical work, dealing with distribution of intelligence, 
it is necessary to emphasize, again and again, that the dis- 
tribution of intelligence, as with all other traits, is con- 
tinuous and not in the form of plateaus. There is no 
marked difference between the person with an I. Q. of 90 
and one with an I. Q. of 95. This difference is apparent 
only after a detailed examination. One goes by almost 
imperceptible grades from one rank to another. There is, 
however, marked difference between the children comprising 
the lower 25 per cent of the distribution and the upper 25 
per cent. For this reason, in comparing the cottages ac- 
cording to intellectual strength, the comparison will be 
made according to the numbers found in the lower quartile, 
the middle 50 per cent and the upper quartile. The lower 
quartile limit in the distribution is 88, but 85 will be used 
as it lends itself to comparison with the other statistical 
work. One hundred and six (106) will be used as the 
upper quartile limit, which is that of the statistical findings. 

A close study reveals marked differences in the mental 
strength of the personnel of the various cottages. One 
cottage has 31 per cent of its group in the average group 
while another has 79 per cent in the average group. In 
another case, 15 per cent of the children are in the superior 
group and another cottage has 50 per cent of its members 
from this group. Again, the children from the lower quar- 
tile are distributed through the cottages, from seven per 
cent of the cottage group to 32 per cent of the cottage 
group. Figure 8, Page 49 shows this in detail. 

To be sure, it does not necessarily follow that the feebly 
gifted are more difficult to manage than the superior chil- 
dren, or vice versa. Many other factors enter into the 
question of discipline and difficult children are apt to be 
found at any intelligence level. But, if the cottages com- 

25 



pete for the same prize, it is a little difficult for those who 
have a larger quota of the children who are feebly gifted 
or a smaller quota of the superior children, to keep up with 
the other cottages. One cottage recently received special 
commendation in that every child had been promoted, others 
had received very high marks, and a number of the class 
offices and other organization offices had been filled by 
people from this cottage. A study of the personnel shows 
that 50 per cent of the children have I. Q.'s above 106, 31 
per cent have I. Q.'s between 86 and 105, and 19 per cent 
from 74 to 86. It is hardly likely that other cottages could 
compete on an equal footing in these particular respects. 

DISTRIBUTION OF I. Q. ACCORDING TO 
SCHOOL GRADE 

While the distribution of I. Q. within a given grade is 
not so vital a factor as the distribution of mental age, it 
is given here as it proves interesting in studying the ques- 
tion of overage and retarded children. A study of Figure 
9, Page 50 gives the distribution of I. Q. within each grade. 
The 9B class has the shortest distribution from 90 to 119. 
The 9A class has the widest distribution, from 79 to 154. 
The distribution according to mental age is not given, as 
the examinations were given over a wide period of time, 
and the mental ages would have changed during that time. 

But more valuable to all those interested in the welfare 
of the children is a consideration of the age grade table 
with its story of under-age, over-age and of normal prog- 
ress in the grades. Figure 10, Page 51 gives this informa- 
tion. In computing the age grade limits, the standards are 
those used in New York City for 1921. The normal en- 
tering age for the 1A grade is from 6 to 7 years, so this 
has been taken as the normal limits for the 1A grade. 
The ages for the succeeding grades are determined by add- 
ing a half year to those of the preceding grades. The 
children who fall within the heavy lines are those of normal 
age for that grade; those who are to the left of the heavy 
lines are overage, and those to the right are under-age. 
Figure 11, Page 52 gives the number of children under- 
age, at grade, and over-age in each grade, together with 

26 



their classification according to I. Q. as average (90 to 110) 
below average (90) and above average (110). 

Figure 12, Page 53 gives the information regarding the 
intellectual ability of the pupils with relation to their present 
school grade. We find that of the 52 children with intel- 
lectual ability above the average, 25 are accelerated, 19 
are making normal progress and eight are retarded. Of 
the 213 children with average or normal intellectual ability, 
39 are accelerated, 107 are making normal progress and 
47 are retarded one or two school terms and 20 are re- 
tarded more than two school terms. Of the 100 children 
with intellectual ability below the average, three are ac- 
celerated, 24 are making normal progress and 73 are re- 
tarded. With the majority of the children, this explains in 
a large measure their place in their present school grade. 
Further study is needed to explain why eight children with 
ability above the average are retarded. One of these children 
has recently been admitted to the institution. He was badly 
in need of glasses and was much retarded according to 
school grade at the time of his admission. His school ad- 
justment will undoubtedly be made in the near future. Three 
children who are below average in mental ability are under- 
age for their present school grade. One of these is a boy 
who is emotionally unstable and during his examination 
did not do his best work. A re-examination is to be ar- 
ranged in the near future. 

The methods used to make the school adjustment neces- 
sary will be discussed later and recommendations for further 
adjustment will be given. 

SIGNIFICANCE OF THE I. Q. 
At this point, it will be well to consider what are some of 
the things which the I. Q. indicates. These generalizations 
will, of course, apply to the group but not to the individuals 
of that group. That is to say an I. Q. of 100 may indi- 
cate that for the majority of individuals this shows the 
ability to make normal progress in school — other things 
being equal. However, some children are unusually diligent 
and we find children of this rank doing exceptional work 
and advanced beyond their chronological age. 

27 



It has been found that children who have an I. O. of 60 
to 70 are rarely able to do the work of the fifth grade satis- 
factorily, no matter how long they attend school. In special 
classes in which industrial work and training are empha- 
sized, they are able to make better progress and to develop 
good habits of work. Other things being equal, the major- 
ity of them will be able to be socially efficient. 

The group of children with I. Q. between 70 and 80 find 
it very difficult to succeed in the regular curriculum of the 
public school. They are unable to master abstractions. 
They can be trained to be efficient workers. For these 
children, industrial and vocational work should be begun as 
early as possible. 

Those testing from 80 to 90 will usually be able to reach 
about the eighth grade but will have repeated two or three 
grades. For these children, probably a differentiated course 
of study or slow moving classes will best meet their needs. 

Those testing from 90 to 110 I. Q. are known as the aver- 
age children for whom the present curriculum is supposed to 
be adapted. They are able to finish the work of the public 
school and are rarely much retarded or much accelerated. 
They are not likely to develop conduct disorders. 

Children with I. Q. above 110 are superior and should be 
able to finish the work of the elementary school in a shorter 
time than required by the average children. The majority 
of these children are not required to work to the limit of 
their capacity and so are apt to develop habits of indolence. 

Of the significance of the I. Q. with relation to work in 
the high school, Terman says: "Below 90 I. Q. graduation 
from high school is by no means likely. In a group of stu- 
dents studied by Proctor it was found that 70 per cent of 
those testing below 95 I. Q. failed in more than half of 
their studies. — In all probability the large majority of col- 
lege students would, as children in the grammar grades,, 
have tested between 100 I. Q. and 130 I. Q. with a 
median perhaps of 115 to 120. Children who test below 
100 should not ordinarily look forward to law, medicine, 
teaching, etc., etc. Substantial success is probably achieved 
only by individuals above the 115 to 120 class. " 

With this in mind, it will be seen that of the 385 children. 

28 



47 are in need of special education, 70 are in need of dif- 
ferentiated curriculum, 216 should make normal progress, 
52 should be able to enter one of -the professions and 7 of 
these we would expect to achieve some distinction. 

It must be emphasized again that success depends on many 
factors including moral traits, industry, leadership, intel- 
ligence, etc., and for this reason the groups in real life cannot 
be marked off by such definite limits. They are suggestive 
only and individual study alone can determine the status of 
the children who do not fall within the groups designated. 

CHILDREN OF LOW I. Q. 

Psychiatrists and other students of mental life are agreed 
that there is a close relation between a rich, full, normal 
adult life and a rich, full, normal childhood. This gives 
added responsibility to all those who in any way have the 
guidance and control of children, since future usefulness as 
well as present results must be considered. The great desire 
of those who have the care of the children, who are the sub- 
jects of this study, is that they shall receive the fullest pos- 
sible opportunity to develop a well rounded personality dur- 
ing their childhood. For example, if this means that a 
child will receive his best chance in a private home rather 
than in an institution, he is referred to the Boarding Bureau 
and this adjustment is made. 

With the same desire to help the child, forty-eight children 
with low intelligence quotient, as determined by the initial 
survey, were examined by the Department of Public Wel- 
fare of the City of New York to determine whether they 
would profit more by remaining at Pleasantville or by being 
transferred to an institution which deals only with children 
at the low end of the distribution of intelligence. As a result 
of this examination, in December, 1920, fourteen of them 
were recommended for transfer, to the New York Children's 
Hospital at Randall's Island, New York City. Of this group, 
four have since been sent to Randall's Island, six have been 
discharged to their homes and four are still at Pleasantville. 
In addition, five other children have since been sent to Ran- 
dall's Island, from Pleasantville, making a total of nine 
children who were sent to that institution, and a total of 

29 



nineteen who were recommended for such care. See Figure 
13, page 53. 

Of the nine children, three are now at Randall's Island, 
one at the Rome School for the Feeble-minded, and one at 
the Syracuse School for the Feeble-minded, making a total 
of five who are at present in institutions for the feeble- 
minded. See Figure 14, page 53. 

The following report of the after-care department — the. 
Fellowship House tells what happened to the four children 
who were sent to Randall's Island and did not remain: — 

"A — Committed to Randall's Island. Returned 
almost immediately to her mother's home. Now 
working in a factory. Living in a very inferior 
environment. Father at one time a ward of the 
Manhattan State Hospital. Mother very evi- 
dently feeble-minded. 

"B — Committed to Randall's Island. Stayed 
there about two weeks. Returned to the home 
of his mother. Is now working as an errand 
boy. Living in a very inferior environment. 
Mother very evidently feeble-minded, a woman 
of low morals. B. grossly neglected. 

"C — Transferred to Randall's Island but there 
a very short time. Discharged to home of 
father. Now attending school and while not 
making good progress is getting along. Her 
home is good and she is receiving careful super- 
vision. 

D — Stayed at Randall's Island about two 
weeks and then discharged to his mother." 

From the foregoing, it will be seen that the stay of four 
of the cases was very brief — so brief that it would be impos- 
sible to derive any benefit at all. 

To summarize — nineteen children were recommended for 
Randall's Island, nine were transferred to that institution, 
and five, or 26 per cent of the nineteen are now there or in 
some other institution for the feeble-minded. 

Until very recently, many writers expressed the belief that 
society must be protected from the feeble-minded, as they 
were likely to become a social menace and to offend against 
moral and social law. A minority contested this proposition 
and held that there were individual differences within this 

30 



group, just as there were individual differences within other 
groups, and that factors other than low intelligence con- 
tributed to delinquent careers. The trend at the present time 
is toward the minority and we find those who say that we 
must find the talent of the feebly endowed and develop it in 
order that they may become socially efficient. 

In this connection, the report of the Mental Hygiene Sur- 
vey of Cincinnati makes an interesting statement: — "It is 
our belief that we need to know more about a person than 
the mere fact that he is feeble-minded, if we are going to 
make any predictions as to his conduct later on in life. This 
study is but in keeping with our experience from other in- 
vestigations that by far the largest factor in delinquent be- 
havior, as far as the individual's make-up is concerned, is 
not to be found in his degree of intelligence but in his 
character and personality/' 

With this in mind, it will be interesting to consider the 
observations made on some of these children of low intel- 
ligence while at Pleasantville : 

A. (Sent to Randall's Island— I. Q. 60) 
"She has always impressed me as being pos- 
sessed of a very low type of mentality. When- 
ever I attempted to help her with her lessons, 
I have found her unable to concentrate on the 
problem before her no matter how simple. All 
of the children in the cottage are aware that A. 
is not like themselves and treat her w r ith greater 
care and consideration." 

B. (Sent to Randall's Island— I. Q. 60) 
"Honest boy, but very easily led, good natured, 
happy, friendly but lacks initiative — is helpless 
and needs adults to shield him from the fun and 
fighting spirit of the other boys." 

These two cases are probably typical of many others, not 
only at Pleasantville, but at other similar institutions. These 
children are not aggressive, do not disturb the group, but do 
not contribute a great deal. 

The observations that follow are on two children who 
were recommended for Randall's Island, but who remained 
at Pleasantville: 

K. (I. Q. 72) was discharged when 16 to the 
Fellowship House. She was in the institution 

31 



for four years and two months. Her cottage 
mother says that she is "honest, shy, peaceful, 
cheerful, obedient, easily influenced, a willing 
worker, but shows no initiative." She won a 
prize for the best sewing before she was dis- 
charged. 

L. (I. O. 68) is still at Pleasantville. Her 
cottage mother says that she has "good cottage 
spirit, is a good worker and is neat and clean." 
Her supervisor says "she is a quiet girl, below 
par in her studies, very helpful. Everybody 
thinks highly of L." 
As we study the observations on these four children, it is 
seen that all are docile, orderly members of Society, but un- 
fortunate in that they have a low degree of intelligence. This 
at once calls attention to the fact that they are particularly in 
need of special education. For a limited number, the trans- 
fer to institutions for the feebly gifted seems to solve the 
problem, but for the majority, this does not meet the need as 
parents, guardians or relatives will not permit the children 
to remain and they are taken to their homes without the 
special training needed. 

RECOMMENDATIONS MADE BY THE 
PSYCHOLOGIST 
As was stated in the preceding pages, the psychologist, 
in addition to finding the I. Q. makes note of other things as 
eye strain, attitude toward examiner, etc., etc. These, with 
the interpretation of the psychological examination and edu- 
cational tests, are made the basis of recommendations for the 
welfare of the child. The following have been suggested: 
school adjustment, special help in reading and oral English 
including vocabulary study, special help in arithmetic, vo- 
cational or trade work, suggestions regarding high school 
ability, corrective speech work, personal hygiene, general 
physical examination, examination of eyes, ears, nose and 
throat, examination for possible endocrine disturbance, 
neurological and psychiatric examination, social adjustment, 
individual help, motivation, etc., etc. 

SCHOOL ADJUSTMENT 
To meet the needs of the varying rates of progress of the 
children, extra promotions and some demotions were made. 

32 



Of the 386 children now in the institution, 168 have received 
extra promotions, and 24 have been demoted, since June 30, 
1920. Of those receiving promotions, 26 were promoted 
two times, 4 were promoted three times, and one was 
promoted 4 times. Of the 140 children who have been dis- 
charged, 81 received extra promotions and 14 were demoted. 
This gives a total of 249 extra promotions, and 14 demotions 
since June 30, 1920. 

Since that time, five special or opportunity classes have 
been formed. 

GUIDANCE FOR HIGH SCHOOL WORK 
One of the problems which must be met by those in 
charge of the education of children is that of recommending 
high school work to those who finish the course of the 
elementary school successfully. At one time, all children 
who finished the eight grades of the elementary school, were 
urged to go to high school and there to select the courses 
which they wished. The result of this method was a high per- 
centage of failures in high schools. Superintendent Tildsley 
writes as follows: "For years we have been disturbed in 
New York City by the high percentage of failure of first 
term students in high schools, ranging about thirty per cent. 
We have sought to modify the course of study, improve 
methods of instruction, introduce supervised study and still 
the failures continue. We are slowly coming to realize that 
the greatest cause of failure is the faulty classification of 
pupils which allows pupils of great diversity of ability to be 
enrolled in the same section/' 

To meet this difficulty, the entering classes at the Wash- 
ington Irving High School, in February 1921 (925 children) 
and June 30, 1921 (849), were given group psychological 
tests. This was possible because of the professional services 
given by the New York City members of the New York 
State Association of Consulting Psychologists. The range 
of Haggerty I. Q. was from 65 to 137. In the light of the 
previous discussion, it will be seen that the failures are due 
to poor quality of material. Special examinations were 
given to the 8B children at Pleasantville to avoid such 
failures, if possible. 

33 



While intelligence is probably the most important single 
factor in determining the success or failure in high school, 
it is true that the correlation is not perfect. This must be 
recognized and recommendations must permit of modifica- 
tion. Therefore, in some cases, a choice of courses is given. 
Children's interests, special abilities and aptitudes must be 
considered and used. A child with a high I. Q. may not 
work diligently and so waste his talent, while one with a ' 
lower I. Q. may compensate by good methods of work. But 
this has its limitations, for while we might say that a child 
with 90 I. Q. might succeed in a commercial course, we 
know that with the best intentions and the greatest efifort, 
the child with 80 I. O. could not do the work successfully. 

On the basis of examination, the following recommenda- 
tions were made : — 

To go to work 1 

Trade school ability 6 

Vocational or trade school 4 

Technical high school 4 

High school ability 4 

Commercial course 5 

Academic course 5 

Academic or commercial 7 

Total 36 

Because of academic aptitude, one child was recommended 
to go to the city at the end of the 8B grade to continue his 
education there. 

GUIDANCE AT END OF 10B 
The high school department at Pleasantville includes only 
the first two years. The brighter children finish this work 
before the time of their discharge from the Hebrew Shelter- 
ing Guardian Society, or some children have ability of such 
a character that it seems best to permit them to continue 
their work in school elsewhere. To have an objective basis 
for such a judgment rather than rely on the judgments of 
teachers or others, the children of the 10B grade were given 
individual psychological examinations. The results showed 
that twelve had the intellectual ability to continue their 

34 



studies. The range of I. Q. was from 97 (a boy who was to 
pursue technical work) to 120. 

SPEECH 
Of the children examined, sixty were found to be in need 
of speech improvement. The difficulties ranged from slight 
negligent lisping through severe stammering. One child 
was discharged from Pleasantville before any corrective 
work was undertaken, fifty-nine were admitted to the speech 
improvement class of whom nine have been discharged as 
cured. 

MEDICAL OR PHYSICAL CARE 
The recommendations for medical or physical care were 
made in order that the human machine concerned might be 
put in the best possible condition. All the experimental work 
up to the present time shows that physical condition does 
not influence the quality of intelligence but that conduct and 
ability to do school work are influenced by such conditions. 
A boy who is suffering from eye strain will in all probability 
be irritable and relief from this will improve his conduct. 
The examinations were made by the physician in charge of 
the hospital at Pleasantville or by specialists in New York 
City. 

1— EYES 
Examination of the eyes was recommended for fifteen 
children. The results of the examination were negative for 
seven children and showed that eight needed treatment or 
glasses. 

2— EARS 
Examination of the ears was recommended for six 
children. The results of the examination were negative for 
four, one was suffering from chronic otitis media and one 
from poor hearing which probably could not be corrected. 

3_NOSE AND THROAT 
Examination was recommended for five children. The 
results were negative in two cases and treatment was needed 
in three cases. 

35 



-GENERAL PHYSICAL EXAMINATION 
Examination was recommended for twenty children. Six- 
teen were found to be in need of some treatment, and in 
four cases the results were negative. 

5— ENDOCRINE 
Examination was recommended for eleven children. The 
results were negative in three cases. Six children were given 
endocrine status and medication; in one the condition was 
slight and one was discharged, before examination. One 
boy has not yet been examined. 

NEUROLOGICAL EXAMINATION 
Neurological examination was recommended for nine 
children. In five cases, the results were negative, two were 
suffering from nervous disease, one had a psychopathic 
temperament, one was in need of a tonic. 

PSYCHIATRIC EXAMINATION 
Three children were recommended to receive a psychiatric 
examination. Two of these were negative and one was 
given endocrine treatment. 

SUMMARY 

As a result of the recommendations for physical or 
medical care, sixty-nine children were examined. The find- 
ings, in twenty-seven cases were negative, but in forty-two, 
or sixty-one per cent of the cases, some difficulty was found. 

See Figure 15, page 54 See Figure 16, page 55. 

GENERAL SUMMARY 
1 — The study of the results of the individual psychological 
examination indicates that 

1 — Some method for caring for those children of low 
I. O. (60 to 70) who conform to law and order other 
than commitment to institutions for the feeble-minded, 
is desirable. 

2 — 526 children have received individual psycholog- 
ical examinations since January, 1921. 

36 



3 — The children, as a group, are slightly below the 
general population in intelligence, but that they are 
superior to another group of dependent children. 

4 — As a result of the recommendations, school ad- 
justments and physical examinations have been made, 
high school courses have been selected, cottage adjust- 
ments made. 

5 — According to the I. Q. there are at least 75 child- 
ren for whom special study relating to school adjust- 
ment is highly desirable. 

6 — According to mental ability, the personnel of the 
cottage shows much variation. 

7 — In the majority of cases, the children of average 
general intelligence have made normal school progress. 

The following suggestions were made : — 

1 — Special study of those who have normal ability 
but who are not making normal progress in school. 
There is a large group of children (I. Q. 90 to 110) 
from whom one expects good school work. Sometimes, 
however, this is not true, and we find these children 
among those who are over-age for their grade. Such 
cases call for special study in order that the difficulty 
may be found and remedial work undertaken before 
it is too late. At the present time, there are twenty 
children of average general intelligence who are re- 
tarded more than two terms in their school work. 

The following case is illustrative : — 

J. was reported for individual psychological examina- 
tion. The reason given was — "Shows marked execu- 
tive ability; does not seem able to advance past 8A 
grade, a class which he is now in for the third term, 
and two summer terms. In the cottage at times he 
often assists boys in higher grades with homework." 
The results of the examination showed that he had 
average general intelligence (I. Q. 99) and that he 
had the ability to do the work of at least the 9 A grade, 
To meet his particular needs in school, he had had three 
extra promotions and two demotions. The educational 
tests revealed the fact that he was inaccurate. He was 
frank and honest and said that he was troublesome in 

37 



school and had wasted his time. In addition, he had 
most definite plans for his life after leaving school. 

This boy probably needs real motivation. Perhaps 
when he goes to work, necessity may provide this, but 
even if he should be successful, how much will he be 
handicapped because he lacks the necessary educational 
attainments for promotion. More and more graduation 
from high school is required for obtaining a position, 
and unless he attends night school, the door will be 
shut to him — a youth of good intellectual ability, pleas- 
ing personality and apparently of good attitudes. He 
is not an isolated case. 
2 — Detailed study of eight superior children who are 
over-age for grade. 

In the section dealing with the distribution of intel- 
ligence within the various school grades, it was shown 
that there are eight children of superior intelligence 
who are over-age for their present school grade. In 
order that their time may not be wasted and that they 
may have the opportunity to work to the limit of their 
capacity, a study should be made of their special 
strength and weakness that adjustments may be made 
intelligently. 
3 — Children with I. Q. of 80 or below should receive 
further examination. 

For the majority of the children, the psychological 
and educational tests given are probably adequate. 
With the group who test about 80 and below, it is highly 
desirable that more information be obtained. An at- 
tempt should be made to find the special difficulties, if 
possible, and to meet them. Does the child express 
himself crudely? Is he slow to respond? Does he 
seem to respond better to visual than auditory stimuli 
and vice- versa? Does he show a better performance 
on those tests which do not involve language, etc., etc.? 

For these children a wide range of tests should be 
used as Pintner Patterson Performance Scale, Porteus 
Maze — National Intelligence Scale, etc., etc. 
4 — Tests for educational guidance. 

The tests for educational guidance were given at the 

38 



end of the 8B grade. They are needed at this time, 
but so important a decision should not be based on one 
examination. Rather, there should be preliminary 
studies made of abilities and interests. 
5 — Vocational Guidance. 

A study should be made of those children who are 
within one year of their discharge. For these children, 
the question of vocational guidance is of the utmost 
importance. This, of course, includes those children 
who are in the 10B grade and who show aptitude for 
study and who should be encouraged to continue their 
studies. 

As time goes on and more children, who have been 
examined, leave the institution to go into the world, an 
increasing amount of data may be collected with the 
aid of the Fellowship House (the after care depart- 
ment of the H. S. G. S.) regarding the relation be- 
tween intellectual levels and certain positions. It is 
well known that a person with inadequate mental capa- 
city cannot fill a given position but equally important 
is the fact that with high intellectual ability, a given 
position may prove irksome and the individual grow 
dissatisfied unless there is ample opportunity to advance. 
Information of this character will be of great benefit 
not only to the children at Pleasantville, but to all other 
groups interested in child welfare. 
6 — To direct the administration of educational tests. 

In order to meet the varying rates of progress and to 
individualize instruction, a new plan of school organiza- 
tion, the Dalton Laboratory Plan, is to be tried in Sep- 
tember, 1923. In order that this may have more objec- 
tive basis for comparison with the work of other schools, 
standardized educational tests should be given early in 
September that the exact status of each child may be 
known at the beginning of the experiment. These facts, 
or their equivalents, should be repeated at various inter- 
vals in order that the value of the new plan may be de- 
termined on the basis of objective data rather than sub- 
jective judgment. 

The results of these tests lend themselves to giving 

39 



graphic representation of achievement. This might be 
used to aid in motivating the work of the children as 
it forms the basis of the highest form of competition — 
with one's self. 

7 — Accomplishment Quotient. 

It has been said many times that dull children are 
overworked in the public schools and that the gifted 
children do not work hard enough because they do not 
need to. That is, the bright child receives commenda- 
tion for that which requires little effort on his part, 
and the slow child is rebuked for making such slow 
progress. It is claimed that through a knowledge of 
the accomplishment quotient, each child will be expected 
to progress at a rate which is proportional to his native 
mental capacity. The dull child, who has worked hard 
and is doing the work usually done by those of higher 
mental age, will have a high accomplishment quotient, 
while the gifted child with high mental age, who is 
doing the work usually done by those of less mental 
age, will receive a low accomplishment quotient. Mc- 
Call claims for it the following — "The Accomplishment 
Quotient is the most exact present day measure of the 
efficiency of study, instruction and supervision; it is 
the only just basis for reporting to parents and for 
judging pupils ; and it is the best index of what pupils 
need special attention and spurring, of what pupils need 
restraining perhaps, and of what pupils need to be let 
alone.' If the educational tests mentioned in the pre- 
ceding section are given, the information necessary to 
derive the accomplishment quotient will be available as 
the I. Q. for each child is known at the present time. 

8 — To study special abilities and disabilities. 

The value of psychological examinations and the im- 
portance of the determination of the individual's mental 
equipment have led too many people to believe that 
when the I. Q. has been established we are ready to 
prescribe educational and social treatment as needed. 
Rather, must we look upon this as the first step in 
defining and suggesting problems which need further 
study, for the age level tests give no hint of the special 

40 



abilities or disabilities which influence the result, nor do 
they indicate the cause of the child's failure, nor his 
ability to profit by experience, etc. 

It is only when a qualitative analysis of the psycho- 
logical examination is made that we get any suggestion 
of the variation in mental equipment which must in- 
fluence the child's ability to learn. For example — a 
person has an I. Q. of 100 when the mental age and the 
chronological age are the same. Diagram 1, page 56, 
illustrates such a case. 

Here the black line (mental age) and the broken line 
(Chronological age) coincide, but the curve of abilities 
ranges from 10 years through 18 years. Further in- 
terpretations reveal the fact that he is unable to interpret 
pictures or to rearrange words to form a sentence as 
well as the average individual of twelve, but he is able 
to tell the time after reversing the hands of the clock 
(from memory) and to solve problems of fact as well 
as an individual of fourteen; to repeat six digits back- 
ward, a sixteen-year-old performance, and to have a 
memory span of eight digits (eighteen-year-old). 
Clearly, this boy has special abilities, at least in power 
to attend and to remember digits. Has this special 
ability been used? 

Ordinarily, however, the children with I. Q. of 100 
or above will eventually find their place. How much 
time might be saved and how much damage to the per- 
sonality is done while finding a place, has never been 
estimated. But, for the children with the lower I. Q. it 
is of the greatest social significance that we study them 
to determine whether there is some special ability which, 
if developed and used, might be of great benefit. We 
are too apt to stress the disabilities rather than the 
special abilities and it is the latter which have great 
value. Here is a place where an educational psycholo- 
gist should be of assistance, for as these children are 
yet in school, some of the difficulty lies in the inability 
to learn in the normal way, and expert study is needed 
to determine the cause and to direct the re-education 
to overcome habits of failure. Diagram 2, page 56 

41 



illustrates the range of abilities of a very superior child 
— I. Q. 154. Diagram 3, page 56, illustrates the range 
of a dull normal child— I. Q. 80. 

9 — Reorganization of the cottages. 

At the present time, there is great variation in the 
mental strength of the children of the various cottages. 
It is suggested that a few cottages be reorganized with 
a definite aim to determine the value of the plans sug- 
gested : — 

A — Cottages be organized with equal mental strength. 
That is, that other things being equal approximately the 
same number of children from the lower quartile, the 
middle fifty per cent range and the upper quartile be 
placed in each cottage, or 

B — The children of approximately equal strength be 
placed together. Objections can be raised to this plan, 
but there are also some reasons why it is suggested. 
The superior children are now scattered through the 
cottages, and through the school. At no time are they 
with a number of their peers. Leadership is developed 
but in relation to those who are inferior mentally. If 
placed in a fairly homogeneous group, they would have 
the benefit of competition with their peers. With the 
children who are below the average, we have the re- 
verse of the picture. Here we have a group who do 
not, as a rule, have the opportunity to develop leader- 
ship, initiative and like traits, as there are others with 
superior mental endowment to lead. But even in a 
group of feebly gifted children, there are individual dif- 
ferences, and if given an opportunity, they too would 
develop those who might lead them from among their 
own group. 

10 — Extension of work of psychologist. 

The work outlined calls for much more time than 
has been given, up to the present, for psychological 
work, but it aims to discover abilities and talents which 
have not been utilized up to the present time and so to 
increase the efficiency and well being of each child in the 
care of the Society. 

42 



SUMMARY OF RECOMMENDATIONS FOR 
FUTURE WORK 

1 — Special study of those who have normal ability, but 
who are not making normal progress in school. 

2 — Detailed study of eight superior children who are 
over-age for their present school grade. 

3 — Children with I. Q. of 80 or below should receive 
further examination. 

4 — Tests for educational guidance. 

5 — Tests for vocational guidance. 

6 — Standardized educational tests should be given in the 
school. 

7 — Accomplishment Quotient should be used. 

8 — A study of the special abilities and disabilities of the 
children should be made. 

9 — Reorganization of the cottages on the basis of mental 
strength. 



43 



t>.,'~»./..* oil •' iBS ch.Ur** at 



f.,.~/ 







«-«y e&-wr k -as I 84-w I 9« -iqs \ to& -i/s u<> -its TzTHTs IH - 145 /«« - 15$ 
2S* 46T1 ISX 171 17% £9.7 1 S*SJ /.•»* .Sit .tTt 



Range of I. Q. of Children at the H. S. G. S. 



44 



Comparison ofranae of I Q 
of total numbe* enQmined (52?) 
and of thoi* ft* <jt Pleasant */ if te ( 5 8s) 
Figure 2. 




3 85 Coses 


S7-S Coies, 


Range 


6 5"- tS4 


5"2- 15 4 


A/led i an 


db.ZS (97) 


96.06 


Middle F,ft*fcc*«t 


ZS.7 in /06.3 


^6.6 (?7)fo/0(, ? (l07) 


Compari%on of distribution of X Q 

accord mo *o percent of 
3?S children at Plea j ani ville and 
90S (jn se lectcd children by Ter mon-\ 
Fiqoire 3 




PER CE NT 


X 


TFRMAK 


PLEASANTVtLLE 


S6-6S 


.33 


. ZS 


{,(,- 75- 


£.j5 


-4. CI 


7t-Z5 


ft- 1* 


ts. 


XL-3S 


10. 1 


11. 


OlC - IOS 


33.9 


2 7. 


iok-us 


23./ 


Itl 


IIC- {2f 


q.a 


5 4$ 


126 -l$S , 


2\B 


I03 


/.?£- /4S 


** 


T7L 


/4(>- ISS 




.?F 



I 






I 



th.Hrt, at P/t-> ,o„ 'wJt 
nh<U4 *h<l4f<»1t>U 


385 


PMvMtftk 




7<rm*e -. — — - 





54-63 44-75 76 -85 84-95 94-/05 I0i>-li5 J/t -/S5 /24-/J5 Ibb-tii Hb-iSS 

Comparison of I. Q. of Children at H. S. G. S. with 

I. Q. of UnselectedChildren Measured 

by Prof. Terman 



46 



C ompariion of ronoe of JO. 

of 3ts children at P /e omnt v, He 

With that of 33 s children in 

o r p h an a<?<??. m California. 
Figure S 





Cal i -forma 


Pleasant fit fe 


Panae of I . <?. 


29-/37 


6S-IS4- 


Aue'ray* T O 


Z9 


97 



D'l $/> ibuti'on of Children in c tlaQ*>% 

at P/eo s an-fvit/e accord in^ /o 
mte II toene e. 

Fi our e 6 



Cottage 



S6-$5 



GJ.-7S 



/O 
II 
(2 
13 



/.? 
-21- 

Total 



1% 



±HL 



st(t) 



$6^95 



JO_ 



96-10^ /06-l/6]//6-/Z$ i l'ZG-l54(l3i-/4s\ i4&-/SS]Tota I 

11 

5~ 1 7 1 /. 1 1 1 1 27 

?7 

o 1 S 1 I / I I | gy 

o \ z \ i 1 | I 1 £* 

£6 

386 



(?) For 



, ch,ld 



47 



Distnbuti on of c hi lefren irt cottiers 
at Plea*anf v//e accor</mf 
to intel h qence quarT le r a n q e 
F i <f are 7 




L owzr 
Quarti le 




die 

\rcent 


Upper 
Ouorh/e 




Qotirayz 


Number 


f&reent 


Number 


Fere en t 


Numknr 


fxr<xn t 


Total 


4- 


5 


2/ 


12 


50 


7 


£9 


2 4 


5 


S 


*>?- 


// 


+ f> 


-5 


2.2 


24 


6 


8 


29 


IS 


5 5 


4 


1 Q> 


27 


7 


5 


19 


15 


58 


6 


2 3 


26 


S 


s 


/9 


14 


52 


8 


23 


2 7 


3 


6 


22 


11 


6 5 


4 


IS 


27 


10 


7(T) 


3 


10 


4 3 


6 


27 


24 


a 


7 


29 


/o 


42 


7 


29 


2 4 


/2 


<o 


11 


Ko 


5S 


6 


2/ 


2 § 


/3 


2 


8 


19 


79 


3 


j a 


24 


14 


4 


/4 


lf> 


o5 


6 


2/ 


2 8 


li> 


2 


7 


(5 


5*7 


3 


^6 


2 £ 


17 


5 


/9 


8 


3/ 


/3 


50 


26 


19 


^ 


/9 


14 


54 


7 


27 


26 


Zl 


2 


3 


r4 


56 


9 


3<b 


25 


Toiat 


7 70) 




%0X 




/oo 




3 76 



(?) - Fore,yr> <zUil<i 

48 



Fkreentayt of children of loner auarfi/e, rniQd'f fifty percent 
ok4 upper ronft of irtlelltfrnce found /*» each totfoqt 

Fiqure 8 



mmmmm 



mmmm 



>^<\^ 



^M^^ 



E 5 



k\\x\\^W^ 



bt/ow overoqe trtfellnjtnce 



J QvtraQt tnftihtjence 

above onraat intt lh<j<n«e 



49 



Ronqe of I found 
/yi the various grades 



Grade Stef 66-75 76-85" 86-95 \ %-fOS tOWIS f/6'IZS 12W3S 136-115 I4k-(SS 

45 1 


™ 1 ' 


<>fi . 1 


LA 


1 


*>P> , , 




7A 




73 




n 




a/3 




1 

3A f 


1 

3A j 


10A 




/OP, 




n pp 




mt 


4tan 



50 




51 



Number of children of averaoc. be Jo* areroae 

and above averaae m U 1 licence - w ho are und<r 
aye, a t ara<i( r and Ovfroae for each Grade 

FlCjUff II 




U n d ' er a qe 


/It Gra^f 


ver a qe 


Grade 


0e/ow 
Ay era at 


Ave race 


Above. 
A vera ae 


Total 


Average 


Averaae 


Average 


Tola l 


£>e ievV 


A««f7« 


/I /bore 


Total 


AB 




I 




1 


1 


4 




C^ 


5 


f 


/ 


la 


.KA 










2 


7 




Q 


^r 


4 


/ 


to? 


Vfi 




=5 




3 


5" 


3 


1, 


/6 


7 


& 





13 


(.A 




2 


5 


7 


3 


/3 


1 


/7 


$ 


^ 




II 


f,fi 


/ 


6 


z 


3 


/ 


/4 


?> 


/ $ 


G 


7 


2 


IS 


1A 




/ 


5 


6 


=? 


/o 


5 


18 


q 


// 




20 


7ft 




i 


f 


5" 


2 


/o 




12 


10 


3 


2. 


2 / 


9! A 




1 


1 


7 


3 


7 


2 


7 2 


n 


n 




1.9 


SB 




1 


5 


7 


/ 


/? 


i 


/4 


fs 


n 




19 


°>A 


/ 


7 


^ 


// 




5^ 


I 


6 


4 


f- 


z 


IO 


9/3 






? 


5~ 




8 


? 


/o 










IQA 


/ 


S 





4- 


2 


5 




7 










IOP> 




5 


? 


7 


/ 


f 


1 


6 










Opp 


























Total 


3 


34 


50 


67 


24 


/07 


19 


ISO 


7^ 


6 7 


Z \/48 



7 — foreign child 



52 



F,qur* ItL 










Total 




3 


3 9 


2 T 


6 7 


%k Gr<*</< 


24 


/07 


/ 3 


/5-0 




7? 


6 7 


« 


/48 


.Jk,ta.U. . 


/ oo 


2/3 


52 


3>GS 


fUU /•<♦ d»*% *.f m<'"4» »*• <• th>4dr*» •• */>« Opport- «./»»♦> ' «o»» 




0,*p6*,r,*n of 3,4 *k,tdr*» rr< omm r*d*4 * »r R On 4otl\ 1 % 19 nd 




/4 


^.-+ + . R anr in//S 1*I*„J 


4 




r)i\ck<Xtq*d -front Pl*aiamTy,,ttt +* -their /.o M <rS _„ 


6 




Rt ™ a , n i J at Pit a% an + v. lie _«_.. 


4 




Total 


/* 



from Plff*t*Ul* U Ra« J «//'» 7 »/«*<* 






- 




4 




S" 


TWW 


9 


^„_ of Rn«4 a U'% Tefa^J 


3 




At Rzrm* 


/ 






/ 






4 






3 



S3 



Sum mary of results at r&com m tndufions for 
Medico/ and Physico/ E x Qrr> t na+/o ns. 

Fiqurr /S* 


Ex Qminalion 


Num ber 


Neaa ft te 


Treatment 


Toft/ 


Fyps 


IS 


1 


S 


IS 


Ear*. 


6 


4 


e 


G 


Mae anrl tkmat 


5 


T 


3 


5"* 


General Physical t x a mination 


ZO 


A~ 


/£ 


%o 


/Veurn 1 nq ir a 1 


9 


5- 


4 


9 


Psy cliiai~r,c 


3 


2 


1 


3 


Ei n rl^ cr/ne 


II 


3 


6 


9 


Total 


69 


77 


4-0 


G 7 


On* h»f hai not y<i been e. / am , nzcf 
"Xn one case, the und-tion *va i Sorn'fd- 
~thQt no tr<Q-f **en~t~ *v as aivrn. 



54 



3 urn m ary of Recommendations 
Made 6y Psyeho/oq/&t 
Fiqute 16 

Rccom men J q tionS Number 

School a d luifmenf' 51 

Special help '*> reading and oral Cnaf/slt mdudiva vocabulary 5Q 

Special help in arith rne+i< IQ 

Vocational or Trade worK 35 

Hiqh School outdance Oj 

Corrective Speech WarK xd O 

Personal hi y a ten e 3 

General Physic a I E i ami naf'on ZO 

Ctarrnna* *on of £ ye? /5" 

£ a an? m q! to/7 of not* ana 1 throat 5 

£ X mmation to? poss tblr endocrine d , yt~ arbance '/ 

Nc uroloa i c a I £ Xam ttioTio n >J 

Psychiatri* [ ramtna hon «5 

Soca I a</j u*tmen1 o 

1 nd tv.duat Help J 

Need for Nldfivafiori O 

frp%ent school class if catto* torrec.1 6 

Mi see llaneoub 23 

l\/o Recommendation *7 ' 



55 



Dfaartm <*«»/■» f venation* in mtntat a^ui^mtnf 



r 



i 



j 



Chromloqictl aft /JftfWS/tMtfftfA ■ 
Mental eat 13 years I month 



— ■ 10 /«• 



/8 


Dtearem Z 

is ya 


Tvm 


/6 


1 


* ••• 






1 
















to 






Ch'orjctoy/eaf aqt iOyrors 9emanth$ —■■—■•— — TQ 134 
Mental eat <t> ft«r\ fl mWAt 



P ie gram 3 
2ZT 2ZJT TW 



f4 



?¥ =+ 



ChraHolcateol oat » IS years 6 month* 1 Q. • HO 
Attn tat oat m/z fears S months 



56 




i - Administration Buildun* 

2— Girls* Technical School. 

3- Boys* Technical School 
4« 14 inclusive - Cottages 
15- Res-oe Executive Director. 
16z«21 inclusive. - Cottages 
H- Hospital 
CH-Cqntagious Hospital 
RH- Reception House 

B- Bakery 
SH- Store House 
PH -Power House 
L - Laundry 



@f= 




=4§p 



GROUND \\ PLAN 

OF THE 
HEBREW SHELTERING GUARDIAN SOCIETY 



Ar I- 1 LI Al KD 
R OF 



027 279 903 1 




